Lesson Overview
In this lesson students will explore FDR’s New Deal program. They will then put themselves in the position of being strategists for a presidential campaign today. In doing so they will need to consider: what is important to the citizens of South Carolina at this time; can any of the components of the New Deal program be of assistance; how can these new ideas be presented in a campaign speech?
Essential Question
Which of FDR’s programs would South Carolina residents have supported and why?
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
8
- Internet access, computer, tablets/iPads, or personal devices
- Applications for sharing work with fellow group/class members (Padlet, Evernote, etc.)
- Applications for drawing, creating graphics (Apple Notes, One Note, Adobe Sketch, etc.)
- Applications for presentation (PowerPoint, Prezi, etc.)
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Log In to View LessonStandards
- 8-6 The student will demonstrate an understanding of the role of South Carolina in the nation in the early twentieth century.
- I Inquiry-Based Literacy Standards
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
- I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
- I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- Grade 3: Read grade-appropriate irregularly spelled words.
- Grade 4: Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.
- RI.LCS.8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
- RI.LCS.11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
- RI.LCS.11.1 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
- RI.LCS.11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
- Grade 4: Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.
- Grade 1: Write left to right leaving spaces between words.
- W.MCC Meaning, Context, and Craft
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- W.MCC.1.1 Write arguments that:
- W.MCC.1.1.a introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;
- W.MCC.1.1.b use relevant information from multiple print and multimedia sources;
- W.MCC.1.1.c support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;
- W.MCC.1.1.d use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;
- W.MCC.1.1.i provide a concluding statement or section that follows from and supports the argument.
- W.MCC.1.1 Write arguments that:
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- W.MCC Meaning, Context, and Craft
- Grade 6: Analyze the impact of selected media and formats on meaning.
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Log In to View LessonLesson Created By: Hannah Baker
Lesson Partners: Writing Improvement Network (WIN)